Monday, 3 October 2011

Ofsted Framework 2012: The quality of leadership and management of the school

From January 2012 OFSTED Inspectors will evaluate the extent to which leaders and managers at all levels including, where relevant, governors: demonstrate an ambitious vision for the school and high expectations for what every pupil and teacher can achieve, and set high standards for quality and performance.

Improve teaching and learning including the management of pupils’ behaviour
Provide a broad and balanced curriculum that meets the needs of all pupils, enables all pupils to achieve their full educational potential and make progress in their learning, and that promotes their good behaviour and safety and their spiritual, moral, social and cultural development
Evaluate the school’s strengths and weaknesses and use their findings to promote improvement
Improve the school and develop its capacity for sustaining improvement by developing leadership capacity and high professional standards among all staff
Engage with parents and carers in supporting pupils’ achievement, behaviour and safety and their spiritual, moral, social and cultural development
Ensure that all pupils are safe.
Outline guidance
Inspectors should focus on how effectively leaders and managers at all levels enable pupils to overcome specific barriers to learning and promote improvements for all pupils and groups of pupils in the context of the individual school. These are likely to include:
How relentlessly the leaders, managers and governors pursue a vision for excellence, for example through:
the rigorous implementation of well-focused improvement plans
the consistent application of policies and procedures
the extent to which staff, pupils, parents and carers are engaged by and contribute to realising the vision and ambition of leaders, managers and governors
accurate monitoring and evaluation of the school’s performance with a secure understanding of the individual skills and attributes of pupils and staff, and taking account of the views of parents, carers and other stakeholders
effective strategies for improving teaching including, where relevant, the
teaching of reading and improving behaviour, including:
seeking out and modelling best practice
monitoring the quality of teaching and learning and acting on its findings
developing staff through dialogue, coaching, training, mentoring and support
leading a coherent programme of professional development
leading curriculum development
training including, for example, on child protection
using appropriate procedures for tackling underperformance
ensuring that the curriculum:
Is broad and balanced and meets the needs, aptitudes and interest of pupils so that it promotes high levels of achievement and good behaviour and promotes their spiritual, moral, social and cultural development
Promotes a successful progression to the pupils’ next stage of education, training or employment
At Key Stage 4 is based on academic courses and supplemented where relevant, by appropriate vocational courses
Strategies and procedures, including the provision of appropriate guidance, to help pupils prepare for life in modern democratic Britain and a global society
Managing performance including tackling areas of underperformance, particularly any weaknesses in the quality of teaching and the curriculum
Identifying and supporting pupils with special educational needs, those with
disabilities and pupils who have other significant disadvantages so that their
progress is maximised
Effective work by the governing body that acts as a critical friend and holds
senior leaders to account for all aspects of the school’s performance
Promoting the confidence and engagement of parents and carers in their
children’s learning and the development of good behaviour
Working in partnership with other schools, external agencies and the community,
including business, to improve the school, extend the curriculum and increase
the range and quality of learning opportunities for pupils
Managing safeguarding arrangements to ensure that there is safe recruitment
and all pupils are safe including, for example, the effective identification of
children in need or at risk of significant harm, including:
Maintaining the single central record and appropriate arrangements for child
The rigour with which absence is followed up
How well safe practices and a culture of safety are promoted though the curriculum.

Taken from OFSTED

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